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INCREASING X.1 STUDENTS’ READING SKILLS IN NARRATIVE

TEXT THROUGH TEAMS-GAMES-TOURNAMENT (TGT) IN SENIOR

HIGH SCHOOL 1 GELUMBANG

Fitri Yetti Oktariza

SMA Negeri 1 Gelumbang

Jl. Handayani Gelumbang, oryza_sativa1275@yahoo.com

Abstract

This action research was aimed at increasing students’ reading skills in narrative text through

Teams-Games-Tournament (TGT). This research was done to 36 students of tenth-one class in

Senior High School 1 Gelumbang of 2012/2013 school year. The data were collected through

observation and test. The results of the research showed that the students’ mean score before the

research (pre-test) was 65.56 with 13 students (36%) had reached 75, the passing grade (Kriteria

Ketuntasan Minimal/KKM). After the first cycle, there was an increase of 25% and the mean

score became 71.53 with 22 students (61%) had reached KKM. After the second cycle, the

number of the students who had reached KKM was 32 (89%) and the mean score was 80. 14. It

meant that there was an increase of 53% in reading skills of the tenth-one students of Senior High

School 1 Gelumbang.

Key Words: narrative text, reading, TGT.

INTRODUCTION

When visiting a library, people often see and read some wise words written on the wall.

Some of them are Book is the Storehouse of Knowledge (Buku adalah Gudang Ilmu), Reading is a

Window to the World (Membaca adalah Jendela Dunia), etc. Basically, although often considered

cliché, these statements are the results of deep thoughts from the people before us who had been aware

of the importance of reading.

These statements are not outdated adage at all if we wisely interpret them. Books keep a lot of

knowledge and reading is the tools for the human being to dig and develop it. It is parallel to what

Reidel, et.al (2003:10) state that reading is always a cornerstone for the children to learn. It is not

surprising at all since there are many things that people want to know are provided in books and other

reading materials using the most conventional media to the most sophisticated ones. Moreover,

reading can also prepare the human being to face the increasingly rapid flow of information in order to

keep up to date on the latest issue. As a wise word says, “Reading is a basic tool in the living of a

good life (WOQ, 2012), reading is really a weapon to face the challenges of the times which change

rapidly.

Furthermore, in the midst of the rapid pace of information, the ability to read in English has

become today’s demand. It happens since there are many literatures written in English. It is also the

effect of globalization era which widely opens the communication among nations. As a matter of fact,

English is learnt in many schools including in Indonesia with a high expectation that the students are

able to read the materials written in English well. For high school students, it is expected that they can

reach the informational level. It means that they are able to access knowledge using the language

skills they possess (Permendiknas No. 22/2006, 2006).

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Unfortunately, PISA (the Program for International Student Assessment) study in 2009

showed that Indonesian students’ reading achievement is still very low. It indicates that students’

reading skills are still far from the expectation. The result showed that Indonesia was in the 57th rank

out of 65 countries. The mean score of all the students participated in the survey is 493. China is in

the first rank with 556 as its mean score while Indonesia still reaches 402 (OECD, 2010). Compared

to the result of PISA study in 2006, Indonesia students’ reading skills actually have increased for 9

points, however the increase has not been significant enough which makes Indonesia still in the lower

ranks among the countries participated in the survey. In PISA 2006, Indonesia is in the 48th rank out

of 56 countries with 393 as its’ mean score in reading skills (OECD, 2007).

Students’ low reading skills are also found in SMAN 1 Gelumbang. Based on the researcher’s

observation, the tenth grade students in general still encounter some difficulties in answering questions

in reading in English. This condition is indicated from the previous year students’ reading skills. The

students often had to join remedial test in every reading basic competency. From the result of

students’ mid semester test in the even semester of 2011/2012 school year, there were only 36%

students who got more than 75 as the minimum completeness criteria (Kriteria Ketuntasan

Minimal/KKM) score. The students’ low score is the result of their low skills in reading. Among the

possible causing factors are students’ low motivation in learning English, their negative assumption

that English is a difficult subject, and their poor vocabulary mastery.

Based on the discussion above, the researcher decided that it was important to do a classroom

action research in order to increase the X.1 students’ reading skills through a method which can

motivate the students to participate actively. Devries (1980:xi) states that the researches in the

classes using Teams-Games-Tournament (TGT) show some increases in the learning achievement,

students’ satisfaction in the learning process, peer learning, social cooperation, and material

comprehension. Based on this fact, then the researcher chose TGT to be used in this research since

this method enable the students to be more motivated in reading activities. Then, the text chosen was

the narrative text since this text is discussed in every semester of Senior High School including in the

uneven semester of the tenth grade which means that this text is considered as an essential material.

The title of this research is Increasing X.1 Students’ Reading Skills in Narrative Text through Teams-

Games-Tournament (TGT) in SMAN 1 Gelumbang. The problem was formulated as follow,” Can

Teams-Games-Tournament (TGT) increase X.1 students’ reading skills in narrative text?” This

research was aimed at increasing the X.1 students’ reading skills which were shown in their learning

achievement, and it gave some benefits to the teacher in terms of pedagogic and professional

competencies. This research will also be beneficial for the other researchers who are interested in

discussing similar topic profoundly.

THEORETICAL BACKGROUND

The Concept of Reading

Richards, et.al (1992:306) defines reading as interpreting a written text to understand the

content, and the comprehension which is obtained is defined as reading comprehension. Furthermore,

Warncke & Shipman (1984:95) assumes comprehension as the essence of reading activities.

Moreover, they add that the reading skills to comprehend the text are based on the skills to associate

the meaning with the written symbols by relating them with one’s native language and personal

experience. Then, it can be concluded that reading comprehension is interpreting a written text to

obtain a comprehension, which is the essence of this activity, by using the skills to associate meaning

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with the written symbols and relate them with the patterns in one’s native language and personal

experience.

The Level of Reading Comprehension

According to Wells (1987) cited in Departemen Pendidikan Nasional (2004:3), there are four

levels in reading, i.e. performative, functional, informational and epistemic. In Performative level,

one is able to read, write and speak using the symbols; in functional level, one is expected to be able to

use the language to fulfill daily need such as reading the diagram or directions; in informational level,

one is expected to be able to access knowledge; and in epistemic level, one is expected to be able to

transform knowledge using the target language.

For the Indonesian senior high school graduates, they are expected to be able to reach the

informational level since they are prepared to continue their study to the university (Departemen

Pendidikan Nasional, 2004; Permendiknas No.22, 2006).

The Concept of the Narrative Text

Narrative text is a text which aimed at entertaining and instructiong the readers or listeners. It

is entertained because it contains of series of events which are interesting and unpredictable. It is also

instructing since there is a message that a problem should be confronted (Priyana, et.al, 2008). The

following are the generic structure and the language features of the narrative text according to

Kurikulum 2004 Mata Pelajaran bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah

(2004:38).

Generic Structures

The introduction of the characters, time and place (orientation)

The development of the conflict (complication)

The resolution of the conflict (resolution)

The change experienced by the characters and the moral message which can be learnt from the

story (reorientation)

Language Features

The narrative text commonly uses:

Proper Nouns, e.g. stepsisters.

Adjectives which form noun phrase, e.g long black hair.

Time connectives and conjunctions, e.g. first, then, before that, etc.

Adverbs and adverbial phrase, e.g. here, in the mountain, etc.

Action verbs in the Simple Past Tense, e.g. stayed, climbed, etc.

Saying verbs, e.g. said, told, etc.

Thinking verbs, e.g. thought, understood, felt, etc.

The Concept of Teams-Games-Tournament (TGT)

TGT is one of the types of cooperative learning which places students in small groups of 4 to

5 persons who have various abilities, sexes and races. This definition is in line with DeVries’

statement (1980:xi) who states, ’Teams-Games-Tounament (TGT) is a structure for reorganizing the

classroom into four- or five- member teams, each having members from all levels of achievement.”

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Furthermmore, DeVries (1980:xi) eplains that the members of the group sit together to teach

each other (peer tutoring session) as a preparation for the academic tournament, and the academic

tournament to train the skills is done during weekly tournament.

After the students study together and do the exercises in students’ worksheet to comprehend

the material, they are placed in the tournament tables. The students represent their group to fight the

other students who have similar abilities. They also have the same chance to contribute score for their

group, whether they have high or low abilities. It is parallel to what DeVries (1980:xi) says:

”During the games, students compete individually as representatives of their teams

against two or three other students of comparable ability....Points are awarded on

the basis of performance at each table so that low-achieving students can score

just as many or more points for their teams as high-achieving students.”

The Main Components of Teams-Games-Tournament (TGT)

DeVries (1980:4, 17) explains six components of TGT as follows:

Teams. Students arranged by the teacher sit in group of 4 or 5 members who are different in

abilities, races, genders.

Games. Games to show the academic skills are played in weekly tournament.

Tournament. Students play the games in periodic tournament. Each tournament runs for

about 40 minutes. The tournament can be done once or twice. It depends on the curriculum or the

teacher’s decision. Students play the games individually by representing their groups in tournament

tables, not in teams. In the tournament tables, they fight two or three students from the other teams

who have relatively the same abilities. The tournament tables are arranged in an order. Table 1 is

placed by the students who got the highest scores (high ability), table 2 is for those whose ability is a

little bit lower until the last table which is for those who have the lowest score (low ability). In this

tournament they try to answer the short questions related to the material. The questions are written on

the cards which are labeled 1 to 30. The cards for the answer keys are also provided to determine

whether their answer is true or false. The students who answer the questions correctly can hold the

question card for calculating the final score later. At the end of the cycle the calculation is done to

determine the top scorer, middle scorer and low scorer. Top scorer brings 6 for his/her team, middle

scorer brings 4 and low scorer brings 2. The following tables show the variation of the number of the

players and the calculation of the scores if some players get the same scores.

Table 1: Calculating Tournament Points for a-4Player Game

players TIES

NONE TOP MIDDLE LOW 3-WAY

FOR TOP

3-WAY

FOR LOW

4 WAY LOW AND

HIGH

A 6 5 6 5 5 6 4 5

B 4 5 4 4 5 3 4 5

C 3 3 4 3 5 3 4 3

D 2 2 2 3 2 3 4 3

Source: Adopted from O’Mahony (2006)

Note:

A=TOP SCORER C= LOW MIDDLE SCORE

B =HIGH MIDDLE SCORER D= LOW SCORER

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Table 2: Calculating Tournament Points for a 3-Player Game

PLAYERS TIES

NO TIES TOP LOW 3-WAY TIEI

A 6 5 6 4

B 4 5 3 4

C 2 2 3 4

Source: Adopted from O’Mahony (2006)

Note:

A=TOP SCORER; B=MIDDLE SCORER; C=LOW SCORER

Table 3: Tournament Scoring System for 2 Players

PLAYERS TIES

NO TIES TIED

TOP SCORER 6 4

LOW SCORER 2 4

Source: Adopted from O’Mahony (2006)

Note:

A= TOP SCORER B= LOW SCORER

Table 4: Team Recognition Category

RERATA KELOMPOK PREDIKAT

3.0 - 39 MEDIOCRE TEAM

4.0 - 4.4 GOOD TEAM

4.5 - 4.9 GREAT TEAM

50 above SUPER TEAM

Source: Adapted from Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 3 No. 1

(Rohendi, dkk, 2010)

Bumping. Bumping is a procedure in TGT to place the students in the appropriate tables after

the first tournament. The purpose is to change the opponents so that the students’ interest is

maintained and the opponents are remain equal. After the games in the tournaments, the teacher

places the students who get the predicate as the top scorers in the table which is one level higher, low

scorers to the table which is one level lower and middle scorers stay in the same table. For example,

the winner in table 4 moves to table 3, the looser to table 5 and those who are of medium scores stay in

table 4.

Team Practice. On the day before the tournament, each team is given a chance to learn the

material and the tournament procedure. The members of the teams study together and answer the

questions in their worksheet together. The material during the exercise can be the same material with

that in the tournament or wider materials and later in the tournament some of them can be chosen as

the material for the tournament.

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Newsletter. At the end of the week, the teacher prepares the copy of students’ progress and

distribute it to the students in the classroom. The report announces the winning team and the students

who contribute 6 points for their teams which is the highest scores during the tournaments.

Slavin (1995) simplifies the components of TGT into 4, they are class presentation, team

practice, tournament and team recognition. In addition, Rahayu (2003:4 as cited in Materi Pendidikan

dan Latihan Profesi Guru Rayon 4 Universitas Sriwijaya, 2001:35) states that there are 5 steps in TGT,

namely preparation, class presentation, test, and team recognition.

METHOD

The method used in this study was a classroom action research where the researcher was also

the class teacher. Arikunto (2012:16) explaines that in general there are 4 steps in a classroom action

research, namely (1)planning, (2)acting, (3)observing, and (4)reflecting.

This action research was conducting in SMAN 1 Gelumbang, Muara Enim Regency in the odd

semester of 2012/2013 school year. It was started on July 2012 and ended on November 2012. The

subjects of the research were the X.1 students which contained of 36 students, 12 boys and 24 girls.

The data were collected through tests (pre-test and post-test) and observation. Pre-test was

administered during the pre-cycle and post-tests were done at the end of each cycle. Then, the data

collected were analyzed using the simple statistics. The data from pre-test and post-tests were shown

in tables and graphs. The percentage was calculated in order to know the increase of students’ reading

skills in narrative text through Teams-Games-Tournament learning model. Besides that, pre-test was

also used to determine the members of the teams, both for team practice and tournament players.

The observation was done during the acting steps of the action research in order to know

whether the students and teacher’s performance had been in accordance with the steps in planning or

not.

The indicator of the achievement in this research was is 85% of the total number of the

students had reached 75 as the minimum completeness criteria (Kriteria Ketutasan Minimal/KKM)

score of the English subject in the tenth grade. Further, the procedure of this action research was

conducted by following these steps:

a. Identifying the problems

b. Determining the action research by using Teams-Games-Tournament (TGT), i.e.

Designing the test instrument and doing the pre-test to determine the students’ team practice

and tournament players.

Creating the questions in the observation sheet.

Making the teaching media.

Preparing the test instrument for post-test.

Designing the lesson plan.

Conducting the academic tournament at the end of the week.

Doing a reflection at the end of every cycle.

Distributing the newsletter to the students to inform them their progress in narrative text

reading skills.

Giving group recognition.

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RESULT AND DISCUSSION

Result

The result of the test showed that the mean score of students’ reading skills in narrative text

increased from 65.56 (36%) in the pre test to 71.53 (61%) in the first cycle, and it increased again into

80.4 (89%) in the second cycle (Graph 1 and 3). In addition, from 13 students who reached the

minimum completeness criteria (Kriteria Ketuntasan Minimal/KKM) score for 75, it increased into 22

students in the first cycle and 32 students in the second cycle (Graph 2).

Graph 1: The Increase of Students’ Reading Skills in Narrative Text based on the Mean Score.

65,56 71,53 80,40

50

100

Pre Cycle Cycle 1 Cycle 2

The Mean Score of Students' Reading Skills

The mean Score of Students' Reading Skills

Graph 2: The Increase of Students’ Reading Skills in Narrative Text based on the Number of the

Students Who Have Reached KKM

13 22 320

20

40

Pre Cycle Cycle 1 ycle 2

Number of Students Who Have Reached KKM

Number of Students Who Have Reached KKM

Graph 3: The Increase of Students’ Reading Skills in Narrative Text based on the Percentage of

KKM

36% 61% 89%

0%

50%

100%

Pre cycle Cycle 1 Cycle 2

The Percentage of Classical Completeness

The Percentage of Classical Completeness

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For the tournament result, in the first tournament there were four mediocre teams, 2 good

teams, 2 great teams, and 1 super team. There were 11 students brought the highest score for their

teams. 7 students brought 6 and 5 students brought 5 because there were somme players got series. In

the socnd tournament, there were 4 mediocre teams, 3 good teams, and 2 great teams. There were 12

students became the top scorers, 5 of them contributed 6 and 7 of them brought 5 for their teams.

DISCUSSION

Planning for cycle 1 was from October 1st to October 10th, 2012. This step was used for

administering the pre-test, determining groups for team practice, and determining players for the first

tournament, designing the lesson plan and the test instrument to be administered at the end of the

cycle. The first cycle was implemented in two meetings. The first meeting was on Thursday,

October 11th, 2012 at the 5th and the 6th meetings. The second meeting was done on Saturday,

October 13th, 2012 at the third and the fourth meetings. The first meeting was for studying together

and team practice while the secnd meeting was for the academic tournament and post test In the first

meeting, the process of teaching learning ran in accordance to the steps in TGT. The technique used

was the three-phase-technique. Using TGT, in while activity, the teacher gave the presentation about

the related material and the students worked in their groups as the preparation for the academic

tournament in the next meeting. In their teams, they did the exercises and asked and answered

questions to one another in order to make each member of the group understand the narrative text

material so that they can contribute the highest score for their group.

In the second meeting, the students played a game in the tournament by fighting against the

members of other groups who have similar ability with them.

During team practice, the students worked together to find the answer in on the worksheet.

However, in some groups, there were some students who gave less participation so that they still

needed to remind to involve in the discussion. In the tournament, most of the students looked hesitate

to play the game although they were so enthusiastic to start it. Their enthusiasm was obviously seen

from the way they set the tournament tables. Even, some groups have prepared the label for their

tournament tables from home. Since the students have not really understood the rules of the game, it

ran slowly than what had been planned. Most of the students kept asking about the rules and how to

determine whether the answered was true or false. It made the post test could not be administered

directly after the tournament. It was done during the extra lesson in the afternoon. Although it was

done in the afternoon, but all the students did the test seriously.

Based on the observation in the first cycle, the researcher decided to apply learning activities

which could motivate every member of the groups to participate actively in their team practice. The

activities were some competition games after they worked together in solving the problems when

answering the questions based on the text they read. For the tournament, in order to make the students

understand the rules of the games well, the rules were not only explained but also printed on a piece of

paper and put on every table. All players read it before starting the tournament.

The planning for the second cycle was done from October 21st to October 24

th. As he first

cycle, the second cycle was implemented in two meetings with 2X45 minutes for each meeting. The

first meeting for team practice and the second meeting was for the academic tournament and post test.

The material given was focused on the language features of the narrative text. The review of the

previous lesson was also done.

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During the implementation of the second cycle, the first meeting was on October 25th and the

second meeting was on October 27th. On the first meeting of the second cycle, after the teacher gave

the presentation, the students had another team practice. At first, they worked together to find the

verbs in Simple Past Tense and the adjectives or the adverbs to describe the noun, setting of time and

place. Then, to motivate the students to involve actively in identifying various aspects in a narrative

text, the students had a competition game. They had to compete to answer the questions as many as

possible in about 7-8 minutes (by using two songs to limit the time). In the second meeting, both the

academic tournament and post test were done.

Although it needed more preparation and time allocation, the variation of learning activities

using a competition game could motivate group cooperation and students’ involvement during team

practice in the second cycle. The teaching learning process which ran well during the first meeting

also brought positive effect to the academic tournament in the second meeting.

CONCLUSION AND REMARK

As a learning model, Teams-Games Tournament (TGT) could increase students’ reading skills

in narrative text. The increase was shown in the results of students’ pre-test and post-test. After the

first cycle, students’ reading skills in narrative text increased for 25%. From 36% of classical

completeness, it became 61%. Furthermore, in the second cycle, there were another increase for 28%,

i.e. the classical completeness reached 89%. Overall, before and after the classroom action research,

there was an increase in students’ reading skills in narrative text for 53%.

It is recommended that teachers use this learning model since it motivates students to

participate actively in the teaching learning process while they work cooperatively without neglecting

their individual responsibility.

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